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Liberation from ethnocentrism? Assessing global competence of study abroad students

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Abstract:

Institutions of higher education generally agree on the importance of developing global competence in students. However, at the institutional, program, or course level, the definition, outcomes, and assessment methods of global competence are often unclear. Even for study abroad programs, the assessment of global competence is sometimes neglected. The goal of the present study is two-fold: 1) to assess the global competence of students in a study abroad program, and 2) to formulate hypotheses about relationships between one’s level of global competence and the personal background and prior global learning experience.
We studied a group of Teaching English to Speakers of Other Languages (TESOL) students who participated in a study abroad program to Myanmar in the summer of 2010. The students taught English for four hours a day for two weeks under the direction of one of the investigators of this study. We adapted the American Council on Education’s global competence assessment instrument which contains: 1) a student personal background and prior global learning experience survey; and 2) a portfolio that includes a semi-structured journal, a quiz and academic paper. Using a grading rubric on global competence knowledge, skills, and attitudes, both investigators independently rated student competence as reflected in their portfolios. We also noted salient themes that emerged from the data. Chi-squares, t-tests, and correlations were performed to analyze the relationship between students’ global competence and their background and experience. Preliminary findings suggest that several factors impact global competence and the extent it can be developed through study abroad.

Author's Keywords:

study abroad
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p485330_index.html
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MLA Citation:

Wong, Mary. and Wu, Shuang. "Liberation from ethnocentrism? Assessing global competence of study abroad students" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p485330_index.html>

APA Citation:

Wong, M. S. and Wu, S. F. , 2011-04-30 "Liberation from ethnocentrism? Assessing global competence of study abroad students" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p485330_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Institutions of higher education generally agree on the importance of developing global competence in students. However, at the institutional, program, or course level, the definition, outcomes, and assessment methods of global competence are often unclear. Even for study abroad programs, the assessment of global competence is sometimes neglected. The goal of the present study is two-fold: 1) to assess the global competence of students in a study abroad program, and 2) to formulate hypotheses about relationships between one’s level of global competence and the personal background and prior global learning experience.
We studied a group of Teaching English to Speakers of Other Languages (TESOL) students who participated in a study abroad program to Myanmar in the summer of 2010. The students taught English for four hours a day for two weeks under the direction of one of the investigators of this study. We adapted the American Council on Education’s global competence assessment instrument which contains: 1) a student personal background and prior global learning experience survey; and 2) a portfolio that includes a semi-structured journal, a quiz and academic paper. Using a grading rubric on global competence knowledge, skills, and attitudes, both investigators independently rated student competence as reflected in their portfolios. We also noted salient themes that emerged from the data. Chi-squares, t-tests, and correlations were performed to analyze the relationship between students’ global competence and their background and experience. Preliminary findings suggest that several factors impact global competence and the extent it can be developed through study abroad.


Similar Titles:
Global Competence and Study Abroad Programs: The Etiology of African-American Underrepresentation

Developing Global Cultural Competence in School of Education Students: Optimizing the Study Abroad Course Experience

The impact of study abroad on STEM field students: Assessing work-related experiences and other ‘non-credit’ programs abroad

US College Students’ Development of Intercultural Competence during Short-Term Study Abroad


 
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